1. Ladson-Billings
Name of theory: Culturally relevant pedagogy
Description of theory: Excellent teaching for students of color that includes academic success, developing/maintaining cultural competence, and developing a critical consciousness to challenge the status quo.
2. Roland Tharp
Name of theory: Dimensions of diverse classrooms
Description if theory: School lessons should be formatted in a way that fits the varying backgrounds of the students regarding social organization, cultural values, learning preferences, and sociolinguistics. (back to top)
Summary of Chapter
Part One:Cultural Diversity
Culture is like an iceberg. The tip (1/3) is visible and represents surface cultural identifiers such as dress, food, and language. The other 2/3rds of the iceberg are hidden from outsiders’ conscious awareness and include values, attitudes, and beliefs. Core beliefs that vary between cultures include childrearing beliefs, understanding of the natural world, rules of eye contact, nature of friendship, concept of personal space, and conception of justice and fairness (Woolfolk, p. 207). As a future teacher, it is helpful to be aware of cultural differences between students so that appropriate adjustments can be made to teaching in consideration of the students’ past experiences and core values.
We meet students from different of cultural backgrounds in this section:
1) Ternice Mattox is a 7th grader who takes care of her brothers and sisters as well as herself because her mother works long hours. In 6th grade Ternice found she had a passion and a talent for writing, but her friends made fun of Ternice because she was “actin’ so white” (Woolfolk, p. 207-208).
2) Benjamin Whittaker has a sister who is academically successful, and parents who are working high paying jobs. Ben feels pressure from his mother to pursue a career in the medical field, but he is worried about following this career path because he is having trouble paying attention in class, taking notes, and he can’t seem to retain information from lectures. Ben loves art and finds he never has trouble concentrating when drawing. His parents tell him that art is merely a hobby and not a profession (Woolfolk, p. 208-209).
Ternice and Benjamin have unique abilities and experiences expressing themselves in their particular culture. Their abilities are crashing with their families’ traditional way of life. The traditions of a culture guide the behavior of that group and help individuals to solve daily problems of living in their environment. Ternice and Ben prove that cultures are made up of individuals who deviate from the traditional norms of their culture. If a student is a member of a particular culture, it does not follow that the student will behave like his/her cultural counterparts. Thus, as a teacher, it is important not to stereotype your students according to their cultural background (Woolfolk, p. 210). Also if a student’s culture clashes with the rules of the school try to work with the school and the student to see that the student’s needs are met. Ex: One girl is used to bringing food home to her brother. She tried to pocket a roll from the cafeteria, but was not allowed to keep the roll because the school has a rule that food should not leave the cafeteria. The girl’s teacher worked with the cafeteria staff and made it possible for the girl to bring her brother a roll in a plastic bag (Woolfolk, p. 210).
Part Two: Economic and Social Class Differences
Most researchers agree that social class is possibly the most meaningful cultural dimension in defining individuals. Some society members display "classism", the belief that they are "better" than lower class society members (Woolfolk, p.211). A breakdown of class according to the socioeconomic status index (SES) can be found on p. 212, figure 6.1. It is important to note that students of higher SES tend to be more academically successful than poverty stricken, low-SES students (Woolfolk, p. 212). Students of lower economic and social status tend to have low expectations of themselves. Teachers should be aware of this low self-concept and make a decision about how to reach these individuals within the classroom. Due to poor teaching, some student experience tracking, "the assignment to different classes and academic experiences based on achievement" (Woolfolk, p.215). These students are conditioned to believe they are inadequate due to unequal teaching across the classes.
Part Three: Ethnicity and Race
Some Americans have this narrow concept of the existence of an "achievement gap" between people of different races. This notion is based on the assumption that "the scores of white, middle class students are the norm that all other students must be compared to and measured by" (Woolfolk, p.217).
Part Four: Multicultural Education
The use of culturally relevant pedagogy is important and genrally very successful in teaching multicultural classrooms. This states that students must "experience academic success, maintain their cultural competence, and develop a critical consciousness to challenge to status quo" (p.231). According to theorist Roland Tharp, School lessons should be formatted in a way that fits the varying backgrounds of the students regarding social organization, cultural values, learning preferences, and sociolinguistics (p.234).
Concept One: Diverse Societies
Description of concept: How social class, ethnicity, and race influence teaching and learning in a diverse society
Concept Two: More Diverse Classrooms
Description of concept: This chapter talks a lot about diversity which why the chapter is called "Culture and Diversity" and they talk a lot about wanting to make classrooms more diverse because it is a better way for children to learn.
Concept Three: Changing the classroom to embrace diversity
Description of concept: Diversity is an amazing supplement to any classroom, but requires the teacher to think in more broad and inclusive ways.
Practical Applications: Idea One:
Diversity should not be ignored, and we should try to encourage students to learn from each others differences.
Idea Two:
Stereotypes have been taught to us from very early on. We should not feel ashamed of this, but should regularly remind ourselves to improve upon being open minded and to encourage students to break said stereotypes if that is who they truly are.
Idea Three:
While students have different learning styles and different ways of living, teachers should still push all students to do their best, even if "their best" looks different.
Licensure Exam (Connect and Extend to Praxis II): Connection One: Consider the predicted changes in the U.S. population over the next several decades. How are those changes likely to affect education? What can schools and teachers do to adjust positively to those changes?
Connection Two: Identify some of the origins of miscommunication between students and teachers in the classroom because of cultural or gender difference. How can teachers help to minimize such barriers in the classroom?
Connection Three:What kinds of effects might socioeconomic status have on student achievement? How can teachers help to minimize those effects?
Connection Four: Consider current effects of racial discrimination and bias on minority students. What can teachers and schools do the address prevailing effects of discrimination in the classroom?
Connection Five: Gender bias is sill present in classrooms today. Contemplate how gender bias could be reduced or eliminated in the learning environment.
Connection Six: Consider Bank's dimensions of multicultural education and its influences in the classroom.
Application One:
Little Rock Nine - In the 50's, a group of black students fought to introduce classroom diversity into high schools during a time when just about everything was racially segregated.
Application Two:
According to The New York Times, diversity in America's youth is increasing. Between 1993 and 2006, the percentage of white students dropped from 66% to 55%. The percentage of black students stayed at 17% and Native American's still only accounted for about 1%, but Hispanic students have made a drastic increase from 13% to 21%, and Asian American students have raised from 4% to 5%.
Application Three:
21.8 percent of American children under the age of 18 lived in poverty in 2012 (Census Bureau).
This image is very similar to the one explaining the iceberg theory shown and explained on page 207. On the top, above the water, it shows what we see from culture, but below the surface, there is the things we don't see or understand about the cultures, and can be places where we have misunderstandings and conflict.
Image retrieved from:
http://www.smartrecruiters.com/blog/recruiting-strategies-to-improve-your-diversity-brand/
Table of Contents
Chapter Outline
Key Terms
http://quizlet.com/35169974/chapter-6-flash-cards/(back to top)
Key Theorists
1. Ladson-BillingsName of theory: Culturally relevant pedagogy
Description of theory: Excellent teaching for students of color that includes academic success, developing/maintaining cultural competence, and developing a critical consciousness to challenge the status quo.
2. Roland Tharp
Name of theory: Dimensions of diverse classrooms
Description if theory: School lessons should be formatted in a way that fits the varying backgrounds of the students regarding social organization, cultural values, learning preferences, and sociolinguistics.
(back to top)
Summary of Chapter
Part One: Cultural Diversity
Culture is like an iceberg. The tip (1/3) is visible and represents surface cultural identifiers such as dress, food, and language. The other 2/3rds of the iceberg are hidden from outsiders’ conscious awareness and include values, attitudes, and beliefs. Core beliefs that vary between cultures include childrearing beliefs, understanding of the natural world, rules of eye contact, nature of friendship, concept of personal space, and conception of justice and fairness (Woolfolk, p. 207). As a future teacher, it is helpful to be aware of cultural differences between students so that appropriate adjustments can be made to teaching in consideration of the students’ past experiences and core values.
We meet students from different of cultural backgrounds in this section:
1) Ternice Mattox is a 7th grader who takes care of her brothers and sisters as well as herself because her mother works long hours. In 6th grade Ternice found she had a passion and a talent for writing, but her friends made fun of Ternice because she was “actin’ so white” (Woolfolk, p. 207-208).
2) Benjamin Whittaker has a sister who is academically successful, and parents who are working high paying jobs. Ben feels pressure from his mother to pursue a career in the medical field, but he is worried about following this career path because he is having trouble paying attention in class, taking notes, and he can’t seem to retain information from lectures. Ben loves art and finds he never has trouble concentrating when drawing. His parents tell him that art is merely a hobby and not a profession (Woolfolk, p. 208-209).
Ternice and Benjamin have unique abilities and experiences expressing themselves in their particular culture. Their abilities are crashing with their families’ traditional way of life. The traditions of a culture guide the behavior of that group and help individuals to solve daily problems of living in their environment. Ternice and Ben prove that cultures are made up of individuals who deviate from the traditional norms of their culture. If a student is a member of a particular culture, it does not follow that the student will behave like his/her cultural counterparts. Thus, as a teacher, it is important not to stereotype your students according to their cultural background (Woolfolk, p. 210). Also if a student’s culture clashes with the rules of the school try to work with the school and the student to see that the student’s needs are met. Ex: One girl is used to bringing food home to her brother. She tried to pocket a roll from the cafeteria, but was not allowed to keep the roll because the school has a rule that food should not leave the cafeteria. The girl’s teacher worked with the cafeteria staff and made it possible for the girl to bring her brother a roll in a plastic bag (Woolfolk, p. 210).
Part Two: Economic and Social Class Differences
Most researchers agree that social class is possibly the most meaningful cultural dimension in defining individuals. Some society members display "classism", the belief that they are "better" than lower class society members (Woolfolk, p.211). A breakdown of class according to the socioeconomic status index (SES) can be found on p. 212, figure 6.1. It is important to note that students of higher SES tend to be more academically successful than poverty stricken, low-SES students (Woolfolk, p. 212). Students of lower economic and social status tend to have low expectations of themselves. Teachers should be aware of this low self-concept and make a decision about how to reach these individuals within the classroom. Due to poor teaching, some student experience tracking, "the assignment to different classes and academic experiences based on achievement" (Woolfolk, p.215). These students are conditioned to believe they are inadequate due to unequal teaching across the classes.
Part Three: Ethnicity and Race
Some Americans have this narrow concept of the existence of an "achievement gap" between people of different races. This notion is based on the assumption that "the scores of white, middle class students are the norm that all other students must be compared to and measured by" (Woolfolk, p.217).
Part Four: Multicultural Education
The use of culturally relevant pedagogy is important and genrally very successful in teaching multicultural classrooms. This states that students must "experience academic success, maintain their cultural competence, and develop a critical consciousness to challenge to status quo" (p.231). According to theorist Roland Tharp, School lessons should be formatted in a way that fits the varying backgrounds of the students regarding social organization, cultural values, learning preferences, and sociolinguistics (p.234).
(back to top)
Key Concepts
Concept One: Diverse SocietiesDescription of concept: How social class, ethnicity, and race influence teaching and learning in a diverse society
Concept Two: More Diverse Classrooms
Description of concept: This chapter talks a lot about diversity which why the chapter is called "Culture and Diversity" and they talk a lot about wanting to make classrooms more diverse because it is a better way for children to learn.
Concept Three: Changing the classroom to embrace diversity
Description of concept: Diversity is an amazing supplement to any classroom, but requires the teacher to think in more broad and inclusive ways.
(back to top)
Application for Teachers
Practical Applications:Idea One:
Diversity should not be ignored, and we should try to encourage students to learn from each others differences.
Idea Two:
Stereotypes have been taught to us from very early on. We should not feel ashamed of this, but should regularly remind ourselves to improve upon being open minded and to encourage students to break said stereotypes if that is who they truly are.
Idea Three:
While students have different learning styles and different ways of living, teachers should still push all students to do their best, even if "their best" looks different.
Licensure Exam (Connect and Extend to Praxis II):
Connection One: Consider the predicted changes in the U.S. population over the next several decades. How are those changes likely to affect education? What can schools and teachers do to adjust positively to those changes?
Connection Two: Identify some of the origins of miscommunication between students and teachers in the classroom because of cultural or gender difference. How can teachers help to minimize such barriers in the classroom?
Connection Three: What kinds of effects might socioeconomic status have on student achievement? How can teachers help to minimize those effects?
Connection Four: Consider current effects of racial discrimination and bias on minority students. What can teachers and schools do the address prevailing effects of discrimination in the classroom?
Connection Five: Gender bias is sill present in classrooms today. Contemplate how gender bias could be reduced or eliminated in the learning environment.
Connection Six: Consider Bank's dimensions of multicultural education and its influences in the classroom.
(back to top)
Applications for Content
Application One:Little Rock Nine - In the 50's, a group of black students fought to introduce classroom diversity into high schools during a time when just about everything was racially segregated.
Application Two:
According to The New York Times, diversity in America's youth is increasing. Between 1993 and 2006, the percentage of white students dropped from 66% to 55%. The percentage of black students stayed at 17% and Native American's still only accounted for about 1%, but Hispanic students have made a drastic increase from 13% to 21%, and Asian American students have raised from 4% to 5%.
Application Three:
21.8 percent of American children under the age of 18 lived in poverty in 2012 (Census Bureau).
(back to top)
Multimedia Learning Material
Overview of items:Image retrieved 4/16/14 from http://www.ankn.uaf.edu/IKS/Iceberg.html
This image is very similar to the one explaining the iceberg theory shown and explained on page 207. On the top, above the water, it shows what we see from culture, but below the surface, there is the things we don't see or understand about the cultures, and can be places where we have misunderstandings and conflict.
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POOT Forums
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Test Your Knowledge
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Teacher Resources
http://www.stanford.edu/~sloeb/papers/GenderDiff.pdf(back to top)
Top-Rated Student Generated Files
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